Improvement points were relatively easy to identify, regardless of the learning intention.
* It takes a while for teachers to become confident about making improvement suggestions. They found it beneficial when schools allowed them time to discuss and practise this skill.
* The approach has a positive impact on children's attitude and achievement levels. It also makes marking a more worthwhile process for teachers.
In contrast, traditional-style marking, with its focus on correction, can have a negative effect.
* Children are enthusiastic about the approach.
* For young children, and subjects like art and PE, the approach can be used orally just as effectively.
* The approach works well in secondary schools, provided learning intentions are made clear and the whole class is first shown how it operates.
* With mathematics, the improvement suggestion aspect works well when it is linked with, say, one wrong answer.